Michael Cerveris and Patti LuPone in the 2005 Broadway production of “Sweeney Todd”

When the Tooting Arts Club set up its immersive Sweeney Todd at Harrington’s Pie and Mash in 2014, I doubt it was expecting the production to become the longest-running professional production of Stephen Sondheim’s masterpiece. But that’s what happened, with the New York incarnation having recently passed 558 performances on its way to a total of 636 when it closes in August. If you tack on the London runs, it has lasted even longer.

Nit-pickers can say that the so-called Tiny Todd only had to fill 130 seats per performance in Manhattan, while the original Broadway run at the Uris, now Gershwin, Theatre had 1,800 or more (seating in the venue has been altered over time). But the record is for longevity, not admissions. After all, no one quibbles with shows like Théâtre de la Huchette’s The Bald Soprano, Agatha Christie’s The Mousetrap, or The Fantasticks at the Sullivan Street Playhouse over their house size. Instead they applaud in amazement at their longevity.

For a die-hard Sweeney fan like myself – it has been, without question, my favourite musical since I first saw the original Broadway production late in its run – it’s heartwarming to know that for the past year and half, the mad barber has been wielding his razor in Greenwich Village eight times a week. It is a nightly affirmation of my own affection.

Angela Lansbury and George Hearn in the original Broadway production of “Sweeney Todd”

When Sweeney was new, my adoration of it struck some as downright odd. During my first year at university, my roommate must have been convinced that I too, like the musical’s title character, was a bit off, so obsessively did I play the original cast recording (especially side two of the first disc in that two-record vinyl set).

My father was utterly mystified until he saw the show almost two decades later and admitted that he now understood its appeal for me. Like many, he couldn’t fathom a musical with such a sanguinary plot.

To brandish my bona fides, as well as the original Broadway production, I have also seen Sweeney on its first national tour, its first New York City Opera production, its first Broadway revival (a transfer from the Off-Broadway York Theatre known by aficionados as Teeny Todd), the Goodspeed Opera House production for which I was general manager, John Doyle’s Watermill production at Trafalgar Studios, Doyle’s Broadway production with Patti LuPone and Michael Cerveris, Jonathan Kent’s production with Imelda Staunton and Michael Ball, and the Tooting Arts version at the Barrow Street Theatre, which I plan to see once more before it closes. I’ve probably forgotten a couple.

Michael Ball and Imedla Staunton in the 2012 West End production of “Sweeney Todd”

I have also seen several secondary school productions, including one in New Hampshire where I helped faculty, parents, and students get the show back on the schedule after it had been cancelled by school administrators. One of the greatest joys of my professional life was reading aloud to the cast of that restored production, without them knowing until the very end who their correspondent was, a letter from Stephen Sondheim, praising them for their perseverance.

I have long known that my unswerving dedication to Sweeney puts me in a minority compared to those among my generation who cite A Chorus Line, Les Miserables, or The Lion King – and those of all generations who now declare Hamilton – as their favorite.

To a degree, loving Sweeney Todd deeply is a cult choice – not so obscure as say 1600 Pennsylvania Avenue, but hardly as mainstream as The Music Man. The things we love aren’t predicated necessarily on what others think. Rather, they are about what affects and appeals to us alone, what moves us, and somehow Sweeney spoke (and sang) to me, and hasn’t stopped in 38 years.

It is the very dissonance between my personality and the show that suggests why it might have a hold on me. There is something unknowable about Sweeney Todd, that makes some of us watch its Grand Guignol repeatedly, tapping a dark part of our heart perpetually, both horrified and thrilled, adjudicating and complicit.

If Sweeney Todd is the musical theatre’s equivalent of a violent film or video game (American Psycho notwithstanding), I should point out that it has never made me violent or even desirous of revenge. What I take from it is the beauty of its music, the propulsion of its plot and the brilliance of its construction. You may not want to get me started on how the musical contains three different songs called “Johanna,” which reveal more about the men who sing them than the woman about whom they supposedly sing.

Siobhán McCarthy and Jeremy Seacomb in the 2017 Off-Broadway run of the Tooting Arts Club production of “Sweeney Todd” (Photo by Joan Marcus)

Having seen many Sweeney Todds, the Teeny Todd, and the Tiny Todd – the latter two part of an ongoing de-escalation of scale for a work of soaring emotion and drama – I cannot help but expect that a one-actor version of the show may yet be on the horizon. That might sound facetious, but don’t rule it out. After all, Sondheim has allowed many variants on Sweeney, including a prog-metal version and alt-folk version among them. So long as the script and score stay intact, it appears Sweeney can wreak his havoc in many different arrangements, both physical and musical.

When I return to the Tooting Arts Club Sweeney at Barrow Street once more in the next few weeks, I will again savour a meat pie before the show, opting for the chicken rather than the vegetarian version. Indeed, tasty as the pies are, they are also my only disappointment from that production, because there wasn’t a beef option on the menu when I first saw it. After all, when having a meat pie at Sweeney Todd, one wants its juices to run bright red – and not from the presence of beets inside, if you know what I mean.

Originally published in The Stage

The Florida Association for Theatre Education invited me to be the keynote speaker at their annual conference, held in Orlando October 12-14, 2017. The text below represents an edited version of that address, which was written to be spoken, not read, so please forgive oratorical repetitions, some of which will have been minimized already. There were various ad libs during the course of the speech which, I’m afraid, have now escaped me.

*    *    *

At the risk of telling you things you know all too well, since it is you who do the teaching and I who spend my time opining on theatre, sometimes from in the midst of the fray and sometimes from the sidelines, especially when it comes to school theatre and theatre education. School theatre, whether academic or extracurricular, is of course the teaching of the practice of making theatre – learning and understanding a text, interpreting it through writing, direction, design and performance.

School theatre is a bonding experience for students, a place where those with a common interest can come together with like-minded peers. Theatre is a place where students who may not fit some arbitrarily perceived model of “typical” can find others who are like them at their cores, drawn together by a need to express themselves or support the expressions of others, rather than by throwing or hitting a ball into or over a net, or a wall, or a hoop. School theatre is teamwork without fractures and brain trauma. School theatre is a place where open displays of emotion are not only accepted but encouraged. School theatre is a place where students can become someone other than who they are on the way to becoming who they will be. School theatre is a place where students can play a role in making hundreds of people laugh, or cry, or applaud as one, in response to what they’ve done.

As I said, doing what you do, you know all of this and more. Believe me, even though you may not hear it often enough, there are many people who applaud and appreciate you for your role in all of this, as I do. Indeed – and I know all too well the countless challenges you face – at times I envy you, because what you do has so much meaning in the lives of your students. You are the teachers who are in a position not just to be liked and appreciated, but loved and remembered.

*    *    *

So why, if I perceive all of this achievement, do I say that school theatre can be more? I say it because of some of the work that I do, that I have chosen to do, or perhaps has chosen me, almost as if by accident.

As some of you may know, over the past half-dozen years, I have become a vocal advocate against the censorship of school theatre. By virtue of the jobs I’ve had – including running theatres and the American Theatre Wing – my voice is given some credibility. Once I was no longer constrained by those jobs, I found myself using that voice in new ways.

It began with a blog post about a show I know well, at a school near where I grew up, an arts magnet high school, with a majority population of students of color, which was in the process of canceling a production of August Wilson’s Joe Turner’s Come and Gone, over its use of the n-word. Because I have written at length about this incident, I will jump to the conclusion, which is that the show did go on, and it was presented without altering the words of one of America’s greatest playwrights. My voice was one among many; please do not think I am taking or deserve sole credit.

Since then, I have had occasion to advocate and even fight for any number of shows to be done in high schools and colleges, and for them to be performed just as they were written. The list includes – and in some cases there have been several instances of these shows, not just one-offs – Sweeney Todd, Spamalot, Legally Blonde, Rent, Almost Maine, The Laramie Project, Ragtime and more.

What I have seen over these years, as I have looked at school theatre and read about it, as I have parsed The Educational Theatre Association’s annual list of the most-produced shows, is an inclination to play it safe, to avoid potential conflict, to stick with the tried and true. This comes from school administrations, from school boards, from parents, from community groups, who think that school plays should just be good fun, that they should be appealing for ages eight to eighty.

I am all for fun. I love to be entertained. I understand why the list of the most produced musicals in high schools is now made up largely of titles drawn from popular family films and the biggest Broadway hits.

But I worry that these shows dominate school theatre not because they are the best shows or even the shows students are most interested in, but because they aren’t going to offend or even annoy anyone at all – and because they’re familiar titles that help sell tickets. As a result, while students unquestionably learn many things from being a part of school theatre and any show that’s chosen – rigor, structure, teamwork, and so on – they aren’t necessarily learning from the shows themselves. Yes, most family musicals have clear morals and lessons, but they are simple and surface. Students don’t have to look to find them and they certainly don’t have to struggle with them.

I favor that struggle.

*    *    *

Many of you may be aware of a recent study out of the University of Alabama which shows that students who see theatre learn from it in ways they don’t from watching a film, even a film of the same story. As the authors of the study wrote, “Theater is a window for students to a broader world. Exposure to that broader world may increase their understanding and acceptance of that broader world, which is why we see increases in Tolerance and Social Perspective Taking. Plays may be more effective than movies in helping students understand and accept that broader world because we react differently to human beings acting out a story in front of us than to representations of human beings on a screen. The in-person experience may create greater emotional connections.”

Now think about the fact that this study is simply about seeing theatre. It doesn’t begin to address the experience of making theatre.

It’s worth noting that, as I’ve spread this study around on social media, many people have responded by saying, “Well of course.” “We knew that.” “It’s obvious.” But that’s a response that’s only obvious to those who are already supporting theatre, who already believe in theatre, who already frequent theatres, who already teach theatre. However, that it was demonstrated in a controlled experiment is the kind of evidence-based proof we need about the value of theatre, about its ability to evoke empathy. Keep that study, and others like it that you may know of, very close and accessible. You never know when you might need them.

But just think: if that’s what’s happening in spectators, imagine what theatre is doing, imagine what theatre can do, for students who make theatre. Of course, you don’t have to imagine it, because you see it, you foster it.

As I proceed here, I would ask you to understand that even if the examples I give touch upon the kind of work you do, that I’m not here to criticize anyone’s choices. As I hope I’ve established, I place tremendous value in what you do. Some of you may already work from the mindset I advocate; others may not by choice or by the strictures of policy. All I am asking is that you think about whether you can expand the range of what you undertake. Can you make school theatre more?

*    *    *

The body of dramatic literature, and I include musicals in that, is pretty vast. Yet as the Educational Theatre Association’s own research, extensively studied by National Public Radio a couple of years ago has shown, when it comes to plays, the most produced plays in high schools – with the exception of Almost, Maine and more recently Peter and the Starcatcher – are mired in the work of the 1930s, 40s and 50s.

Why is that so? Is it because plays ceased being worthwhile some 60 years ago? No, that’s not the case. Yes, the language of plays may have become more expansive as taboos were broken, but that doesn’t mean every play contains language or subjects that might not be appropriate in a school setting.

Probably a more significant trend is that casts have become smaller, in order to become more producible commercially, and that doesn’t work well for those school programs with a lot of students vying for roles. Another is the fact that fewer plays are produced each year on Broadway, and so the titles are less familiar, the repertoire less known to the average person. That Almost, Maine broke out the way it has is extraordinary and singular, considering it never played Broadway and didn’t have any significant commercial success, not to mention that it was intended for four actors.

Interestingly, a play that is often produced – and often challenged – is The Laramie Project, and its appeal for many schools is something that it has in common with Almost, Maine. Just because it was written for a smallish cast playing multiple roles doesn’t mean it has to be. Almost, Maine’s four actors can become 20 or so, and Laramie Project can accommodate dozens. They are often produced because of the need for a large cast play, rather than content.

But of course Laramie Project talks of issues that have little in common with You Can’t Take It With You and Harvey, two regulars from the Educational Theatre Association list. LGBTQ rights, murder, justice, guilt, redemption – that’s what the real people portrayed in Laramie must cope with, and what the students who portray those people must understand. That may be “too much” in the eyes of some authorities, yet do students learn more from enacting the lives of people addressing a tragic hate crime or from the fairy tale story of a lonely ogre seeking acceptance? Both have lessons, but which runs deeper, which offers more?

Which prepares students for the larger world, for the world they live in, the world they will face? The vast majority of your students will not become artists, but they are all citizens of this country, of this world. Can the work you do with them be more than just about developing skills and empathy, but about preparing them to look at life both critically and compassionately? Indeed, can school theatre speak directly to their lives as they are now?

The shows I referenced are but two examples, and I’m not here to advocate for one and slam the other. They are just two shows that you’re all likely to know.

In research conducted by EdTA, the discussion of social issues discussed in theatre classrooms and productions between 1991 and 2012 has dropped precipitously. Here are some numbers: multiculturalism, down 10%. Drug and alcohol abuse, down 20%. Divorce and single parent families, down 20%. Teen suicide, down 20%. The topic of bullying, not even listed in 1991, is way up, yet the subject of teen suicide is down? How does that even make sense?

Not only can school theatre be more, school theatre has been more. There is more school theatre than ever, but it is retreating to safety, it is avoiding struggle.

*    *    *

In considering this issue, I believe there is an even more central question that often isn’t easily answered: who is school theatre for? In my work, I have developed my own hierarchy, and I apply it rigorously when considering situations that arise in school theatre, and how my own work may apply to it. But even if we do not see eye to eye on many things I’m discussing, I hope you may find this applicable no matter what your perspective may be.

First and foremost, I believe that school theatre is for the students who choose to do school theatre. That is the core constituency to be served, that is who must benefit most. This may seem obvious, but I have seen situations where this fact is forgotten, especially when programs face any type of crisis.

Secondly, I think school theatre is for the other students in the school. These are the peers of the students who participate, and they may be drawn in to the theatre, the auditorium, the converted cafeteria. They may well be affected by what they see, and indeed while they may not choose to participate in theatre subsequently, they may seek out other theatre in the months, the years, the decades to come.

Third, school theatre is for parents, so they can experience and appreciate what their children choose to participate in, and see their talents, whether its manning a spotlight or singing center stage.

Fourth, school theatre is for siblings and extended family, for much the same reasons as parents, but for reasons I’ll explain in a moment, they should not be lumped together.

Fifth and finally, school theatre is for the community at large, that is to say parents of non-participatory students and those in the community who have no direct connection to any current student or students at the school.

I imagine these five groups as a series of concentric circles, with the central circle being the students who participate in and study theatre at the center, then widening out to the other groups.

Why do I separate parents from the rest of families, and those without students in the program or at the school at the fringes?

First, because the choice of what is done in school theatre should not be constrained by the need to appeal to siblings younger than the students themselves. Yes, it’s a treat when younger siblings can see their brothers and sisters on stage, but that should not drive play choice. High school material should not be infantilized for the entertainment of middle school and elementary school students; middle school plays shouldn’t be comparably limited. To do so does a disservice to the core constituency, the students at the center.

That’s also why those without any direct stake in the drama program, or even the school, are at the farthest ring from the center – because those who have no stake shouldn’t drive the educational priorities of theatre. School theatre shouldn’t be looked at as a public relations tool with which to entertain the community at large, since doing so diminishes the focus on the students themselves.

I have been challenged on this by people who say that all theatres have to keep audiences in mind when planning their programming, so kids should learn about that now. To them I say, yes, you’re right about the professional world, but this isn’t professional theatre, this is school theatre. And I refer back to my concentric circles and point to who is at the center, who is most important, and it’s the students studying and making theatre.

*    *    *

I appreciate that there are many school theatre programs that are required to be self-sustaining financially. That gets my blood boiling, because sports programs are rarely saddled with the same requirement. But I must accept a certain reality. To that I say that excellent work with students will, over time, develop respect for what is undertaken, regardless of whether schools are producing familiar, safe titles or not.

I imagine that many of you have read Drama High by Michael Sokolove, or know of the program that Lou Volpe built in Levittown PA and which Tracey Gatte carries on today. Did you know that beginning this spring, that book will be a NBC TV series, called Rise? That’s right – what music teachers got with Glee, you will now get, only better, because your story will be told by the producer and writer who created the series Friday Night Lights.

If ever there was a moment for school theatre to step up to the next level, to be more, this is it. If Rise turns into a popular hit, if it runs, you will have the greatest tool imaginable to build the case for and the strength of your work, your programs, your students. Because you won’t be doing it alone. You’ll have a TV network behind you, 22 episodes a year.

*    *    *

Whenever I get involved in an issue regarding school theatre, about a challenge to school theatre, I am usually told early on, “You have to understand, this is a very conservative community.” Never once have I been told, “Oh, this is an incredibly liberal community.” It just doesn’t happen. Those words were said to me sotto voce about the prevailing sense of Florida and Florida education when I was invited to speak with you today. As you can see, I was undeterred.

I hope you’ll notice that nothing I’ve said today is explicitly political, in terms of liberal or conservative, red state or blue state, because when it comes to allowing students to learn, to creating opportunities for students to learn, I believe there must only be knowledge. When it comes to theatre, there must always be discovery.

Yes, there are those who will take my having spoken about The Laramie Project as political, because it portrays the aftermath of the killing of a gay youth 19 years old this week. But that murder is a crime is not a political position, it’s a commonly held moral position. That the play explores a wide range of community response to that crime is not political, it is human and humane. But let me leave Laramie be, and mention some shows you may want to think about, if you haven’t already done them, even in contrast with some shows you likely have done.

I am here in the south and I suspect that many of you have done, or considered, To Kill A Mockingbird. I for one hope schools will begin to look beyond that story, beloved as it is, because it is the story of a white man who must save a black man, and how his white household is affected by that decision. It is a white savior narrative. There are few roles of any size for black actors, let alone Latinx actors, or Asian actors, and race is important to the telling of the story. If you choose to do the show, then I urge you to think about how you cast it, not turning a blind eye to race, but with consciousness about how interracial casting can affect that story.

Alternately, if you are in a school with a significant black population, think about doing one of August Wilson’s plays, because they will open up not only your stages, but conversations you couldn’t have imagined. Think about the plays of Quiara Alegría Hudes, if you have Latinx students. Think about the plays of Lynn Nottage, of David Henry Hwang; of musicals by Jeanine Tesori that aren’t just Thoroughly Modern Millie and Shrek. Whatever you do, don’t make the assumption that your production must look like the original production, don’t assume that unless a cast of characters says that a character is black, Asian, Latinx, Middle Eastern, Native American that it must be played by a white student. You can make school theatre more, you can make shows more, at times, by going beyond what has been before.

I know that between multiple classes and shrinking resources it can be difficult, but I know that drama teachers, like their students, when push comes to shove, always do more, step up and achieve more. So I say once again that I am not here to make the assumption that some of you aren’t already doing this, but to be your cheerleader, in the same way that I know you inspire your students to more. If you need help, if you meet challenges, know that I’m available to help you, and I know many, many more people working professionally who will do so as well.

That’s why when Ragtime was going to be edited by school administrators without approval in Cherry Hill New Jersey earlier this year, which would have lost them the rights to the show entirely, Brian Stokes Mitchell not only spoke up for the show, he went and met with students, teachers and the local NAACP in Cherry Hill to make sure the show went on. In fact, the debate over Ragtime in Cherry Hill achieved something all too rare – that production of Ragtime became required viewing for every student in the school, all 2400 of them. That meant that theatre was more, because it prompted conversations that didn’t stop at the auditorium doors, but permeated English classes and history classes in the weeks and days surrounding that production. Sadly, it took a crisis for that to happen. Wouldn’t it be something if school theatre was something every student always had to see? After all, as I alluded to earlier, we must create not only the artists of tomorrow, but the audiences as well.

*    *    *

Because I am an endless rewriter, and was working on this as late as this morning, I am going to take what seems like a sudden turn in topic before I close.

As I have read and heard this week, as many of us have, about the despicable and vile behavior of Harvey Weinstein, it has been tempting to blame it only on the wonton ways of Hollywood. But his behavior is not unique to Hollywood, it is sickeningly suffused through every part of American life where men hold power over women, where people hold power over one another. Some of you may have had your own comparable experiences, and that is profoundly troubling and infuriating.

Theatre is not immune to this: just over a year ago a small theatre company in Chicago, Profiles Theatre, shut down suddenly when its own culture of sexual harassment and abuse – in the guise of art – was brought to light after decades. Audiences learned that what seemed to be intense emotional performances were instead at times abuse being played out for them – it had gone beyond acting, beyond safety, into horrifying reality and been offered to them as if it were artifice.

Last week, The New York Times finally got people speaking on the record about Harvey Weinstein, just as when the Chicago Reader got people speaking on the record about Profiles Theatre. More stories will emerge, sad to say – but maybe, just maybe, this will serve to stem the generational tide of abuses of power to obtain sexual gratification, to obtain control.

Why do I bring this up in the context of school theatre? First, because we must together make clear that such behavior is unacceptable, it isn’t art and that it must be called out and stopped. But also speak of it because theatre can teach students that they have voices and can use them, that they should not be afraid to stand in the spotlight and say what must be said, or to shine a harsh light on transgressions, on injustices that must be stopped. If they have the chance to tell stories that engage with what is difficult in the world, indeed with what may be wrong in the world, alongside telling stories that bring joy and entertainment into the world, then their work in theatre makes them better actors, writers, directors, designers and technicians. But it also makes them better people, and better citizens, with knowledge, gifts and understanding that will be of value to them whatever they may be in life.

Theatre can be more because theatre is not an end unto itself. It is a microcosm of life, and there are so many lives to be understood and stories to be told. It should never be too soon to start telling them in the incredible diversity and variety, whether spoken, sung, danced or all three together. Thank you for giving of yourselves to help your students tell stories not just in your classrooms and on your school’s stages, but for the rest of their lives.

Daveed Diggs and the ensemble of Hamilton (photo by Joan Marcus)

I am not a betting man, but if you are reading this column, I would wager that you’ve already listened to the Hamilton original cast recording. Yet given this publication’s UK reader base, and the relatively small number of people who have actually seen Hamilton in comparison to the number of albums sold, I’m also willing to bet that a great number of you haven’t yet seen the show.

I raise this issue not to once again lionize or even analyze Hamilton, but rather to raise the fact that the success of the Hamilton recording, a virtually complete version of the show’s through-sung score, means that a great many people who ultimately see Hamilton will do so while being very familiar with the full text. It’s quite possible they’ll be able to sing along.

To those who say that this has often been true for cast recordings, I would counter that few shows have been recorded so fully. Yes, many people know a musical’s songs before seeing it, and I know of many people who specifically prefer to listen to a score before seeing a show (though I’ve never understood the need). However, for most musicals, songs aren’t all there is. There are, of course, exceptions, such as Les Miserables and Jesus Christ Superstar, but I wonder whether those recordings were as widely heard as Hamilton prior to the shows being seen.

As the second Hamilton company prepares to begin performances in Chicago later this month, and other engagements are announced, it’s fair to say that the story will hold few surprises. Sure, there’s a brief neck-breaking moment that has no auditory presence, but even the story’s final chapter is pretty much a given to those who secure the golden tickets. As for Burr shooting Hamilton, that’s in most US history textbooks, and we probably wouldn’t have a show without it.

This textual familiarity affords a rare opportunity for making an important distinction too often lost on many theatregoers, and certainly on the casual ones, namely the difference between a play (or musical) as text and in production. The foreknowledge not only of the story, but of the very words of the piece, means that what will be new (video clips notwithstanding) is the direction, the set, the lights, the costumes and so on. Even people familiar with pictures and videos of the original Broadway cast will be embracing its physicality for the first time, without the “distraction” of trying to keep up with what is being sung. Yes, some will register vocal variances from the recording, especially with almost all of the original cast gone. Still, the primary focus will be on the non-auditory elements, as what they may have previously imagined is made flesh before them.

Some might be tempted to say that this holds true for Shakespeare plays, given how widely read, taught and seen his ‘greatest hits’ already are. I would counter that, yes, for regular theatregoers there is the opportunity to ultimately compare how productions differ over time, long after we’ve learned when Hamlet will stab Polonius, but I doubt that many people have ever seen Hamlet for the first time only after having committed the majority of the script to memory.

Many modern musicals, when staged indelibly the first time out, tend to form a template by which all subsequent productions – I refer not to companies stemming from the original, but later regional, university and amdram productions – model themselves. It wasn’t until John Doyle’s Sweeney Todd that that show was freed from the visual spirit of Harold Prince’s original staging; Cats is in the process of having its 1980s design re-imprinted on US audiences even as we speak.

So while we are in the full flush of Hamilmania, and long before its theatre audience numbers manage to equal or surpass its cast recording listeners, the show can be a teaching tool, not simply to students but to the public at large. The brains of countless fans have partitioned an area just for the recording masterminded by Lin-Manuel Miranda and Alex Lacamoire, but their visual imagination is still free until they see the work of Thomas Kail and his team. In that space, and for that time, theatregoers have the chance to explore and ultimately understand what it means to realise a production.

And I, having been fortunate enough to have seen Hamilton three times so far, already look forward to how another set of creative artists will reinterpret the show many years from now. If I live that long.

This post originally appeared in The Stage newspaper.

Bernadette Peters in Into The Woods

At first, they were a few lunchtime tweets, which proved of little interest, it seemed. But when I collected a couple, and added a few more, for a Facebook post at 9:30 pm on New Year’s Eve, they seemed to resonate. And so, with little ado, my New Year’s resolutions by way of lyrics and dialogue from works of theatre, but no less heartfelt for being so.

1. Talk less, smile more.
2. Wake each morning to realize I have a good thing going.
3. Never walk alone.
4. Decide what’s right, decide what’s good.
5. Half the fun is to plan the plan. All good things come to those who can wait.
6. Many people have to depend on the kindness of strangers. Be that stranger.
7. When I speak, and I will, be kind.

Sources

I don’t want to patronize those who recognize where these are all from, or presume that everyone will know each one. So if you want to seek any of these out in their original contexts, here are some details.

1. Lin-Manuel Miranda, Hamilton, direct quote
2. Stephen Sondheim, Merrily We Roll Along, “And then one morning I woke to realize, we had a good thing going.”
3. Oscar Hammerstein II, Carousel, “Walk on with hope in your heart and you’ll never walk alone.”
4. Stephen Sondheim, Into The Woods, “You decide what’s right, you decide what’s good.”
5. Stephen Sondheim, Sweeney Todd, direct quote
6. Tennessee Williams, A Streetcar Named Desire, “I have always depended on the kindness of strangers.”
7. Robert Anderson, Tea and Sympathy, “When you talk about this…and you will…be kind.”

“What’s the deal with all this high school theatre?”

That’s the kind of comment—spoken, written or tweeted—I’ve been getting regularly over the past four years since I began writing about instances of censorship of theatre in American high schools (and, on occasion, colleges). To be fair to those who may be skeptical about the extent of the problem, I myself have been surprised by the volume and variety of issues raised over the content of shows being done—and, in some cases, ultimately not being done—in school-sponsored theatre.

But between writing about these incidents, and directly involving myself as an advocate in some of them, I’ve come to believe that what’s taking place in our high schools and on our campuses has a very direct connection to what is happening (and will be happening) on professional stages.

So here are nine common questions that have arisen as my advocacy has increased, and some answers—although, as every attempt at censorship is different, there aren’t any absolute answers.

1. Why is there so much more censorship of high school theatre these days?

There’s no quantitative study that indicates the policing of what’s performed is any greater than it was 10, 25 or 50 years ago. Everything is anecdotal. But the Internet has made it easier for reports to spread beyond individual communities and for news-aggregation sites uncover and accelerate the dissemination of such stories. It only takes one report in a small-town paper these days to bring an incident to national attention; that was a rarity in the print-only era.

2. Isn’t this just a reflection of our polarized national politics?

School theatre censorship doesn’t necessarily follow the red state/blue state binary division, because the impulse can arise from any constituency. While efforts to quash depictions of LGBTQ life—as with Almost, Maine in Maiden, N.C., or Spamalot in South Williamsport, Pa.—may be coming from political constituencies galvanized against the spread of marriage equality, or from certain faith communities which share that opposition, that’s hardly the only source. Opposition to Sweeney Todd, both muted (in Orange, Conn.) and explicit (in Plaistow, N.H.) was driven by concern about the portrayal of violence in an era of school shootings and rising suicide rates, while Joe Turner’s Come and Gone was challenged by a black superintendent over August Wilson’s use of the “n-word.”

3. What’s the real impact of school theatre on the professional community?

The Broadway League pegs attendance at Broadway’s 40 theatres in the neighborhood of 13 million admissions a year and touring shows at 14 million a year. TCG’s Theatre Facts reports resident and touring attendance of 11 million. That totals a professional universe of 38 million admissions.

Based on figures provided to me by half a dozen licensing houses, there are at minimum 37,500 shows done in high school theatres annually, and conservatively guesstimating three performances of each in 600 seat theatres at 75-percent capacity, that’s more than 50 million attendees. In both samples, the numbers don’t represent the total activity, but high school theatre’s audience impact is undeniable, both as a revenue stream for authors and as a means of reaching audiences who might not see any other theatre at all.

4. Does it really matter what shows kids get to do in high school?

While there are valuable aspects to making theatre that apply no matter what the play choice may be, many schools view their productions as community relations, frequently citing that they want to appeal to audiences “from 8 to 80.” While the vast majority of students in the shows, and their friends who come to see them, will never become arts professionals, they are the potential next generation of audiences and donors for professional companies. If they are raised on a diet of Alice in Wonderland and The Wizard of Oz (both currently very popular in the high school repertoire), how can we expect more challenging work , new work, or socially conscious work to sustain itself 20 years on?

5. Are school administrators fostering an environment in which censorship flourishes?

I’m unwilling to accept the idea that our schools are run by people who fundamentally want to limit what students can learn—or perform. But they are operating within a political structure topped by an elected board of education, and can be subject to political pressure that often makes the path of least resistance—altering text or changing a selected show, in most cases—the expedient way to go. Unless an administrator (or a teacher, for that matter) is independently wealthy, they can’t necessarily afford to risk their job fighting for the school play that may have challenging content. That said, students at Newman University rebelled against administration-dictated text changes, reverting to the script as written for the latter two of their four performances of Legally Blonde in November.

6. Isn’t this a free speech issue?

In a word, no. Schools have the right and responsibility to determine what is appropriate activity and speech under their control, and just because students are exposed to all manner of content in the media and even in their day-to-day lives doesn’t mean that schools can or must permit it, either in classrooms or performance. That The Crucible is in countless high school curriculums does not necessarily prevent it from being censored as a performance piece, despite the seeming double standard.

The same stringent oversight that affects school theatre is also often directed at school newspapers and media. However, while some school systems attempt to control all student speech, it is a First Amendment violation to infringe on student speech to the media about their dissatisfaction with the actions of a school, including censorship. Drama teachers, who are best equipped to make the cases for the shows they choose, are usually prevented from doing so by employment agreements which prohibit them from discussing school matters without the express approval of the administration, typically the superintendent.

7. Don’t shows get edited all the time in schools for content?

In all likelihood, shows are constantly being nipped and tucked by teachers and administrators to conform to their perception of “community standards,” whether it’s the occasional profanity or entire songs. But that doesn’t make it right, and it is censorship. Aside from violating copyright laws and the licensing contracts signed for the right to the show, it sets a terrible example for students by suggesting that authors’ work can be altered at will, undermining the rights of the artists who created the work.

Some writers and composers have authorized school editions or junior versions of their shows for the school market to recognize frequent concerns and to keep from denying students the opportunity to explore their shows. But the rights must lie with the authors, not each and every school. If that isn’t made clear early on, how can we expect to fight censorship anywhere?

8. When a show is canceled and then successfully restored through a public campaign, is that winning the battle and then losing the war?

That’s a genuine concern of mine—that once there’s a public battle over theatrical content, the school will thereafter clamp down even harder and apply greater scrutiny forever after to drama programs, academic or extracurricular. At the Educational Theatre Association’s national conference this past summer, one attendee asked the others if there were shows that they believed would be great for their students but which they couldn’t even raise as possibilities. Every single teacher in the room raised his or her hand. So the incidents that become public—ones in which a show is announced, then has approval rescinded—are the tip of the iceberg. Drama teachers and directors are already having their choices limited, often by self-censorship. There’s much more work to be done, but if blatant examples don’t come to light, it may never be possible to galvanize support for school theatre that challenges students to do great work and great works.

9. Can professional artists and companies make any difference when incidents of censorship arise?

Local theatres—professional, community and academic—make superb allies in fighting against censorship. Institutions and individuals within communities that are respected for their art occupy a position from which to speak out forcefully and effectively for school theatre programs. Whether it’s a nearby artistic director or a one-time resident who has gone on to a professional career, they bring a history and authority that will speak to both the local populace and the media. The vocal support of the Yale School of Drama and Yale Rep with the aforementioned Joe Turner, and of Goodspeed Musicals and Hartford Stage in the case of Rent in Trumbull, Conn., were key factors in the ultimately successful efforts toward restoring those shows to production.

In closing: The first time I inserted myself into a school theatre censorship debate in 2011, I assumed it was a one-off. I did not realize at the time that I had found a cause. Each time an incident comes to a conclusion, regardless of whether the outcome was, from my point of view, positive or negative, I think that surely the message is getting out there and this will be the last time. But then comes the phone call, the e-mail, the tweet, from someone I’ve never met and possibly never will, saying that a show is threatened or has just been shut down. And I begin my introductory speech, which is unfortunately well-honed at this point.

“This is no longer about education,” I say, “this is no longer about art. This is now a political campaign.” And off we go.

This post first appeared at AmericanTheatre.org

The arrival of a new movie trailer online is received with a level of excitement and scrutiny that once waited for the film itself; even photos get analyzed in depth, as the recent hubbub over the first image of Gal Gadot as Wonder Woman has proved. So it’s no surprise that the theatre fan community went into a frenzy over the first full trailer for Disney’s film of Stephen Sondheim and James Lapine’s Into The Woods; after all, superhero movies now arrive like clockwork, while movie musicals, though more common than in the 70s and 80s, are still infrequent events. That dearth caused a previous bit of alarm and umbrage over Into The Woods, when Mr. Sondheim suggested there might be some plot changes.

Almost as quickly as the Into The Woods trailer appeared, my social media feeds were filled with an anguished refrain: where are the songs? Yes, the core audience felt betrayed, even though I suspect every person who was moved to write already knows the score by heart.

What those of us who love theatre in general, musicals in particular, and Sondheim most of all have to remember is that, sadly, we are not representative of the majority of moviegoers, and movie marketers have to throw a wide net. Those of us who flock to watch the trailer of Into The Woods are already committed to seeing it, no matter how much we may want to grouse about it. The film studios are trying to reach a much wider crowd, for whom the sight of stars singing may be off-putting, strange as such a thought may be to those of us who are ready to belt out a show tune at the slighted prompting. It’s also possible that we’ll get a more representative trailer as the film draws closer.

Minimizing the musical theatre connection has certainly been true for movie musicals for some time. It’s almost as though marketers are trying to slip the fact that people sing past potential audiences. Unlike Into The Woods, which does seem more like a moody tour of the film’s production design than anything, music is prominently featured in countless trailers, even for non-musical films, and sometimes with music that isn’t ever heard in the film. But when it comes to seeing people sing, let’s keep that quiet, shall we? We can hear singing in trailers, and see people moving their lips, but not in sync. Take a look at the trailer for Hairspray as an example.

https://www.youtube.com/watch?v=iJ53mRO80c0

Dancing, apparently, isn’t so problematic. The Dancing with the Stars effect has probably only increased its appeal. Another example is Mamma Mia! which looked as if it was a romantic comedy with a bunch of Abba songs on the soundtrack, rather than a story told using Abba songs. One can understand why they wouldn’t have wanted anyone to see and hear Pierce Brosnan warbling, but the sight of master thespian Meryl Streep going to town on some Swedish pop might have added some appeal in its very incongruity.

Maybe Paramount knew the theatre purists were already on edge when they cut the trailer for Sweeney Todd, given the relative musical inexperience of the main cast (which many feel lived down to their expectations), which keeps vocals to a minimum. Despite that, more than most musical trailers, Sweeney actually gave us a real look at a bit of a song, “Epiphany,” spoke-sung by Johnny Depp (although we were halfway through the trailer before it was deployed). However that could easily be recognized as a fantasy sequence and seemingly not the style of the whole film. Overall the trailer hewed closer to the Hammer Films homage that director Tim Burton had appropriated for the Grand Guignol tale, and maybe a few Fangoria devotees were lured into a musical they’d have avoided otherwise.

It’s not that we don’t get a few glimpses of people singing in some trailers, but in the quick-cut style that brings them flash and energy, there is a certain “blink or you’ll miss it” quality, even when the making of music is central to the plot, as in the Dreamgirls trailer, where one would think performance footage of a superstar like Beyoncé would actually be a plus.

The incongruity of Eddie Murphy singing may be why we saw a bit of exactly that in Dreamgirls, and the same rationale may have applied to Depp in Sweeney, as well as Catherine Zeta-Jones and Renee Zellwger as the merry murderesses in the trailer of Chicago. For Zellweger, the singing was new; for Zeta-Jones it was part of her professional background, but before she became a star. Perhaps singing from people we least expect to sing has marketing value.

Mind you, this fear extends to movies that aren’t musicals but tell musical stories and in which the main characters are known to us precisely because they’re singers. The flash of the trailer for the just-released Get On Up, about James Brown, gives us glimpses of his energetic performances and we hear his music along with narration and dialogue, but lips actually moving along with the songs go largely unseen. Of course, given the subterfuge with which actual musicals are being marketed, I can’t help but wonder whether some audiences see this and think, “Uh, I dunno. I think they’re trying to slip one of those durned musicals by us.”

As much as we purists might be desperate to see musical scenes as quickly as possible, we can be fairly sure that the film itself will be a musical, even if it has been adapted and altered from its stage version. The example of Irma la Douce, one of the very few musicals to be adapted for the screen without the songs, is unlikely to recur.

So what about original musicals for the screen? To be fair, original live action film tuners are scarce, except for animation, where, since Disney’s The Little Mermaid, a mini-song score seems de rigeur. But is that a selling point? On the basis of the trailer for Frozen, which ultimately drilled Idinia Menzel’s “Let It Go” into the brains of millions of kids and their parents worldwide, even Disney wasn’t sure that the massively successful score was going to bring in the crowd. The film seemed to be the story of one girl, one boy and one talking snowman. However, to be fair, even though they hid it, the word got out about the exceptional songs.

The trailer for Les Miserables did show us Anne Hathaway as the doomed Fantine singing “I Dreamed A Dream,” in fact it’s all we hear as we watch that trailer – all of the other visuals that are laid over it could easily come from a non-musical. No warbling Wolverine here. Perhaps, to the handful of people in the world who have managed to escape any knowledge of the stage musical, this one song could be an isolated case. But this trailer more than any demonstrates the marketing tactic that prevails: don’t make it look too much like a musical in the hope of capturing some people who may not like musicals, and as for the core audience, we’ll throw ‘em a bone.

I wish I could recall which Twitter wit I read who compared movie trailers without songs to foreign film trailers without dialogue, since I would like to credit them for that very astute observation. But it’s worth noting that foreign films are financed and produced abroad, then picked up for distribution over here; the Hollywood studios shoulder vastly greater risk when they release musicals. While I’m fairly grouchy about the studios these days, with the endless remakes, sequels and films from dystopian young adult novels (thanks Mark Harris for that), I really am willing to give them a lot of leeway on musicals, to a degree on how they adapt them, but certainly on how they sell them. For perspective: if a musical sells 600,000 tickets in a year, it’s a smash; if a movie musical sells 600,000 tickets in its first week, it’s a disappointment. And after all, if a trailer whets our appetite for a movie musical, we can always fire up the iPod, or our Sondheim channel, and listen and sing along to our heart’s content until the movie comes out. After all, haven’t we been doing that already?

Incidentally, we’re getting two musicals this Christmas. In addition to Into The Woods, everybody’s favorite orphan is back, and on the basis of the trailer, while it’s hard to know what’s been done with the story and most of the score, at least we know it will still be a hard knock life tomorrow, though we may not be entirely sure of who’s singing.

https://www.youtube.com/watch?v=nrxc8rS2W2E

Based on the commentary I was seeing in online articles and social media comments yesterday, someone had just painted a mustache on the Mona Lisa. No one seemed to care that Da Vinci had decided to it himself.

I’m referring to the outpouring of dismay over the news that some changes had been made to the storyline and score of Disney’s upcoming film of Stephen Sondheim’s Into The Woods. Mind you, no one has seen the film as of yet; the response resulted from a New Yorker “Talk of the Town” piece in which Sondheim spoke of the changes, and more to the point, from online articles based on that story which extracted out the specifics of the pending changes without the full context of the original report, which regrettably is behind The New Yorker’s paywall. Therefore it’s the secondhand reportage which seems to have reached the widest audience and sparked a healthy flurry of unhappiness.

I for one would like to state that I’m shocked – shocked, I say – to find that the creative and commercial forces behind the film adaptation of a stage work have mandated changes in the original material (for those immune to written sarcasm, I mean to say that I’m not remotely shocked). The litany of stage material (or for that matter books, true life stories and even prior films) that has been slightly altered or radically reworked for movie consumption is endless. But even minor changes become the fodder for endless online investigation, interpretation and instantaneous outrage, the currency of so much digital derision by the faithful. And it’s not even an online phenomenon – I remember the furor that arose when Tim Burton had the temerity to cast Michael Keaton as Batman in the 80s, even for what was a major reworking of material that had been reduced to camp 20 years earlier on television.

That Disney might want to homogenize some of the spikier elements of Into The Woods should have come as no surprise to anyone familiar with the company’s brand, which has a long history of altering fairytale stories, from Snow White and Sleeping Beauty to Once Upon A Time and Maleficent. Yes, I am one of the many who revere Sondheim’s work, and the man, but just as the removal of “The Ballad of Sweeney Todd” from that film adaptation didn’t ruin the story on screen, I’m at least willing to wait to see Into The Woods before I critique its choices, whatever the rationale. And let’s face it, after almost 30 years, it’s not as if film companies were fighting for the right to bring the material to the screen.

What frustrates me much more in this scenario is the way in which the details of changes have been excised from their context in The New Yorker. Sondheim’s revelation came out of a conversation with high school teachers which touched upon some of the problems they face in trying to produce challenging work at their schools, by Sondheim and others. While reporter Larissa MacFarquhar is glib about opposition to Sweeney Todd (“the teachers were smut and gore idealists”), she does report on the portion of the conversation specific to Into The Woods. In particular, she relates how the teachers told stories of opposition to elements of infidelity and sexuality in the Sondheim-Lapine piece, and how Sondheim compared the attitudes of school administrators to those of Disney executives. (I asked the organization that arranged the conversation, the Academy for Teachers, whether a recording of the full session had been created, but founder Sam Swope said they had none, that the New Yorker account was accurate and that the censorship discussion was only a small part of a wider-ranging talk.)

When a teacher explains that she must always present bowdlerized versions of musicals (please look up that odd word if you don’t know it), the article reports:

“Can you let them read the original and then discuss why, say, Rapunzel is not allowed to die in the adulterated version?” Sondheim asked.

“We do that, but they just get angry. They feel censored–they don’t feel trusted.”

“And they’re right,” Sondheim said. “But you have to explain to them that censorship is part of our puritanical ethics, and it’s something that they’re going to have to deal with. There has to be a point at which you don’t compromise anymore, but that may mean you won’t get anyone to sell your painting or perform your musical. You have to deal with reality.”

Now I’m not entirely comfortable with Sondheim’s conflation of censorship with marketplace realities, since censorship is performed unilaterally by people in power against those without influence, whereas creative alteration in a commercial setting results from negotiation – and money is at the root of the decisions on all sides. Into The Woods wasn’t taken unwillingly from Sondheim – he sold it. I trust that he has safeguarded the essence of the show. But I agree that the impulse to homogenize for the marketplace does indeed come from a puritan ethic, as does school censorship, both cases where adults take a patronizing view of what young people can handle – though in the case of a Disney film, they’re trying to reach audiences much younger than the participants in high school theatre programs in a big tent effort.

It is the stage alteration in schools that perpetually worries me. In cases when creators or rights holders have authorized “junior”or “school” versions of stage works, they are active participants in the excision of “challenging” material,” and while perhaps that’s also a market-driven decision, I like to think that it also occurs in the best interests of allowing to students to take on work which would otherwise be wholly off-limits in a school setting. Regardless, I worry about the academic gatekeepers who mandate these changes, which may vary from school to school or state to state, and in far too many cases are done at the school level without any approval from the licensing house or creator. That’s where censorship is truly taking place and insidious. It’s where the idea that anyone can alter a stage text at will is born, much to the consternation of authors, and their representatives at the Dramatists Guild, in the U.S.

As Sondheim notes in the New Yorker piece, “If you look at most plays, it’s like the sonata form in music–if you screw around with that, you’re taking your life in your hands.”

It is clear in the article that Sondheim is an active participant in the film of Into The Woods, whether his resulting choices are grudgingly mercenary or willingly collaborative is hard to assess. Regarding the removal of the Baker’s Wife’s liaison and the song “Any Moment,” the article reports one educator’s distress and Sondheim’s acquiescence.

“Stick up for that song!” a teacher called out.

“I did, I did,” Sondheim said. “But Disney said, we don’t want Rapunzel to die, so we replotted it. I won’t tell you what happens now, but we wrote a new song to cover it.”

As with any adaptation of a prior work, changes are inevitable. Fortunately, the new version doesn’t change the source, and in the case of Into The Woods, Disney’s film won’t yield a whole new stage text. I do worry that schools will interpret the screen revisions as permission to alter their own productions, which is in fact illegal; I’ve been struck by how often opposition to Sweeney Todd has arisen from the film’s gouts of bloods, which suggest that gore is essential to the show, when even John Doyle’s Broadway revival dispensed with obvious blood-letting, so the films do suggest a template to the public. What is very likely to occur from the Into The Woods film is that people beyond the core fan base for musicals will be introduced to the genius of Sondheim and, perhaps, that even more schools will do the show – according to the approved text.

It may be fun join in online outrage, but it’s an impotent act in a case like this. The film will be what Disney wants it to be. Why not put those efforts to better use, and direct them to supporting live theatre and making sure that the teachers whose genuine concerns sparked this kerfuffle have the opportunity to tackle brilliant and challenging work with their students, their schools and their communities. That’s where your voice can make a difference, in advancing the cause of arts education and in the battle against true censorship whenever it arises.

Addendum, June 23, 2014: One week after The New Yorker article came out and five days after the online furor began, Stephen Sondheim released the following statement about changes to Into The Woods, which largely negates the cuts he said would be happening. It reads:

An article in The New Yorker misreporting my “Master Class” conversation about censorship in our schools with seventeen teachers from the Academy for Teachers a couple of weeks ago has created some false impressions about my collaboration with the Disney Studio on the film version of Into the Woods. The fact is that James (Lapine, who wrote both the show and the movie) and I worked out every change from stage to screen with the producers and with Rob Marshall, the director. Despite what the New Yorker article may convey, the collaboration was genuinely collaborative and always productive.

When the conversation with the teachers occurred, I had not yet seen a full rough cut of the movie. Coincidentally, I saw it immediately after leaving the meeting and, having now seen it a couple of times, I can happily report that it is not only a faithful adaptation of the show, it is a first-rate movie.

And for those who care, as the teachers did, the Prince’s dalliance is still in the movie, and so is “Any Moment.”

Nineteen sixty-two was too late for vaudeville, and surely the Roman comedies of Plautus were known only by Latin academics. But with the debut of A Funny Thing Happened on the Way to the Forum, these two great comedy epochs were inextricably linked right from the first notes of “Comedy Tonight,” one of the great opening numbers of any musical.

Instead of introducing us to the characters or putting the plot in motion, it seeks only to tell the audience what kind of show they’re about to see. The song is a litany of quick, descriptive rhymes (erratic/dramatic, convulsive/repulsive, surprises/disguises) that set only mood, a lightning bolt of perfection instigated by choreographer and show doctor Jerome Robbins after two prior songs had been discarded out of town.

It’s ironic that Forum delivered such a show-stopping standard in the first five minutes, since it has been confirmed by composer-lyricist Stephen Sondheim that his show’s songs were meant to give audiences a respite from laughing, as had songs in the theatre of Plautus. While Sondheim is repeatedly critical of Forum’s score in his book of annotated lyrics, Finishing the Hat, it has considerable charm, most notably “Everybody Ought to Have a Maid,” a paean to feminine domestic help, replete with built-in encores.

When first I saw the film version directed by Richard Lester, I got a taste of what the whole show might be. But I’ll admit to some disappointment, generated perhaps because I was watching alone, perhaps because film is the enemy of spontaneity, perhaps because the fully realistic design was fighting the complete artificiality that is farce. It did, however, blend Broadway originals Zero Mostel and Jack Gilford with Michaels Hordern and Crawford.

It was only when I was at university, and cast in the supporting role of henpecked, randy husband Senex in a dramatic society production, that I came to know Forum fully – and to realise that bookwriters Burt Shevelove and Larry Gelbart were the true masterminds, even though by then I had completely fallen for Sondheim via Sweeney Todd.

Forum’s criss-crossing plots – the slave Pseudolus’s desire to be a free man, the Roman boy Hero’s search for love, the virgin Philia’s resignation to a life bound to a man by contract, Hysterium’s impotent efforts to keep order, Erronius’s search for his lost children – built one upon the other. This carefully wrought framework made room for leggy chorus girls, repeatedly mistaken identities, well-honed schtick and some wonderfully low puns. Whatever the merits of that college production, the show’s brilliant construction ensured that we were met by gales of laughter each night.

Convulsed audiences seem almost guaranteed in Forum – theatre history bears out its Broadway success originally with Mostel and a decade later in revival with Phil Silvers, then two decades after that with Nathan Lane, followed by Whoopi Goldberg. Frankie Howerd launched the show in London in 1963 and now another British comic favourite, James Corden is rumoured for the forthcoming Broadway revival. The talk of Corden seems both genius and a no-brainer, since One Man, Two Guvnors‘ Francis Henshall is a direct spiritual descendent of Pseudolus in his appetites, his self-made muddles and his manipulative ingenuity under pressure.

There is perhaps something perverse in championing Forum, since it flouts so much of what we’re told a musical should do. The songs say little about the characters, and don’t advance the story. It requires choreography, but demands little true dancing. In its emphasis on plotting, it does away with music altogether in the latter half of the second act (as does another favourite, plot-heavy musical, 1776). But Forum, a couple of millennia after Plautus and more than a half-century since its debut, is a marvel of gleefully saucy yet wholly innocent vintage and modern farce that wants nothing more than to leave you spent from laughter, humming a catchy tune. What’s not to love about that?

as originally seen in The Guardian

Note: I fear the headline that ran with this piece was misleading, since the column focused more on how companies not known for traditional musical theatre were making it a part of their producing mix. That said, if the resources expended on opera were allocated to new musicals then, well, wouldn’t it be loverly?

Bryn Terfel and Emma Thompson in Sweeney Todd. Nathan Lane reprising his career-making role in Guys and Dolls. Film actor Billy Zane and musical veteran Jenn Gambatese in The Sound of Music. Three intriguing stage productions with one common thread: none was produced by a theatre company.

Respectively, they were mounted by the New York Philharmonic, Carnegie Hall and Chicago Lyric Opera. They drew upon Broadway artists, but none were on Broadway.

It seems that when non-theatre companies want a sure thing they turn to musicals. While theatre companies, subsidized and commercial alike, seek to sustain audiences amid an array of entertainment options and ever-escalating price barriers, musicals are offered as budget balancers by symphonies and opera companies, with ever greater frequency. That’s on top of theatre companies which were once devoted solely to dramatic works having made an annual musical de rigeur. And when it comes to the big halls, it’s big names, both for titles and performers.

These events owe a great deal to the Encores! series at City Center, which has proven the significant audience for limited run versions of great musicals, some rarely seen. But they also attest to the broad appeal of musicals when companies step outside their own repertoire.

Thirty years ago, it was considered startling when the late New York City Opera embraced Sweeney Todd. Theatre only seems to attempt opera perhaps once every decade or so, notably with Baz Luhrman’s La Bohème and Peter Brook’s La Tragédie de Carmen. It seems that when it comes to producing across disciplines, for theatres it’s primarily a one-way street.

With the English National Opera’s announcement of plans to produce commercial musicals, it’s not quite the “unique” venture cited in their announcement. In their efforts to “embrace the new climate where audiences seem to enjoy the blurring of boundaries between opera, theatre and musicals,” one cannot help but wonder how the balance will play out if a West End berth, as stated, is a goal for these projects. Several years ago, the Metropolitan Opera announced a joint venture with its neighbor Lincoln Center Theater to develop works along such lines, but it has yielded little.

Given the budgets for major operas, or the musical richness of a full symphony, it’s easy to see why musical theatre artists would be eager to work outside their usual sphere. But so long as musicals are viewed as cash cows, economic pressure will dictate reliance on the tried and true, with the same repertoire being repeatedly mined by ever more groups. What musical theatre really needs is more resources and new models for sustaining new works beyond the hit or flop reality of Broadway and the West End. If only the symphonies and opera companies could help out there.

Timberlane High Performing Arts Center

I have just returned from a trip to Plaistow, New Hampshire, where I went to support students, parents, alumni and members of the community who wanted to speak out against the cancelation of a production of Sweeney Todd at Timberlane High School, announced for production a year ago, but scheduled for 2015. In the wake of the response to the cancelation, the school scheduled an open forum to hear from the community on the issue. This was an important and rare step, since each and every decision of school administrators cannot possibly be opened to organized public discussion, with the media present as well.

But in creating the opportunity, the administrators of Timberlane opened the door to two-and-a-half hours of speaker after speaker extolling the caliber of the show, the importance of theatre in their lives, and how deeply connected they are to the school’s arts program.  Despite the opportunity, no one spoke up against the show. Even though some apparently made their feelings known privately to the administration, or in letters to local papers and on blogs, none would stand to say so in front of their peers in a public setting.

Because I don’t like to give speeches except when I’m invited to do so, I spoke at the session off the cuff, based on what I’d learned about the issue and the community in the days and hours leading up to the event in the high school cafeteria, attempting to address concerns specific to Timberlane. I want to share my remarks with you, with all of the imperfections of impromptu speech. I hope I spoke some sense and maybe even some truth.

The superintendent indicated he would render his decision very shortly, and as I write, a community awaits, as do I.

*   *   *

Into the woods – you have to grope
But that’s the way you learn to cope
Into the woods to find there’s hope
Of getting through the journey.
Into the woods, each time you go
There’s more to learn of what you know…

Those are the words of Stephen Sondheim. Stephen Sondheim is the greatest composer of musical theatre in the past 50 years and possibly in the history of the American musical theatre. His work deserves to be seen and while his work has never been known to as somebody to easily please audiences, the challenge that he presents to every audience is a special challenge for students.

I’ve come up from New York to represent to you that there are people far beyond this community who care about each and every student who wants a great experience in the arts. I don’t do it because I believe that every student in every drama club will go on and become a professional artist. Indeed, I suspect most of them won’t. I come here because I want better audiences for the arts and by being involved in the most challenging work at this stage in their lives, those who take part in his work, those who see this work, become better audiences so that we can have better arts.

You have an extraordinary performing arts center – I’m still in awe of that turntable, I’ve never seen anything like it – and with a facility like that you should be able to use it to its fullest.

No, you can’t please everyone all of the time. I’m amazed to find the number of performances that you have here. In the case of this show, it will not please everyone, it never has. But it is a masterwork of musical theatre. The original cast recording was just announced to be inducted into the Library of Congress today.

People like to focus on the more lurid aspects of Sweeney Todd. But Sweeney Todd is not about its actions; Sweeney Todd is about morality, about justice, about the lengths people will go to and the lengths they’re driven to when they face injustice.

No, I would not bring a seven year old to Sweeney Todd. But I believe and I am told that there are many other opportunities in this community for people of all ages at different times to have different experiences. This is not – and I do know this script, I know this script particularly well – that you are not proposing to do the original script. Stephen Sondheim has authorized a school edition of Sweeney Todd which removes some of the material which would be difficult for high schools to endorse or for students to perform. It’s not neutered but it is toned down. Countless high schools do this show every year across the country. The students here should be able to have the opportunities that their peers, who they will be facing when they go on to college, had at their schools.

There are many stories of school shows which are canceled at the last minute. This is by no means the case – you have a year. You have a year to place the show in context, to inform not just in the students in the drama club, but all of the students, all of the parents, all of this community, through a range of educational activities that can be put into place. Other schools have done it. I pledge myself as a resource to help you find what’s been done elsewhere, what’s been successful and even people who can come in and help with those programs. Nobody would walk into this show and be surprised by what is happening. Frankly, given what has surrounded this in the past week, I think we’re past that.

Fundamentally, I believe student theatre is first and foremost for the students who make it and then if there is there is the opportunity for people beyond their family members to come and see it, that’s fantastic. But the experience is for the students. That’s what school is for.

I truly hope that a year from now, I will be driving back up from the city to see Sweeney Todd.

Stephen Sondheim is a vastly smarter man than I am, so I will finish again with his words.

Careful with what you say,

Children will listen.
Careful you do it too.
Children will see.
And learn.
Guide them but step away,
And children will glisten.
Tamper with what is true,
And children will turn,
If just to be free.
The more you protect them,
The more they reject you.
The more you reflect them,
The more they respect you.

Thank you very much.

*   *   *

Update, April 10: I am delighted to report that late this afternoon, Dr. Earl Metzler of the Timberlane School District reversed the decision to cancel Sweeney Todd and the show is now back on the Timberlane High schedule for 2015. The decision came about thanks to the respectful yet passionate efforts of the students and parents of Timberlane and members of the greater Plaistow community. I look forward to seeing them once again, and my favorite musical, a year from now.